Week 11

Orff - The video shows students experiencing music through singing and playing instruments. They are using nonpitched rhythm sticks to perform the rhythm and rhythmically singing or chanting a song or rhyme. The rhythm they are performing with the sticks may have been one they explored on their own, the passing of the sticks around the circle is different.

 

https://www.youtube.com/watch?v=0no6rhi0MT0

 

Dalcroze - The video is short but represents the approach very well. The Dalcroze Eurhythmics component focuses on free body movement in response to music and these students are definitely moving in response to the music. The movement matches the rhythm and when the rhythm changes, speeds up, the movement is sped up. I also noticed the three different movements they repeated and it reminded me of last weeks movement exercise. What the video showed was ABCABCA.

 

https://www.youtube.com/watch?v=-TvHE9peMdM&index=1&list=PLF2671A6EB13B8C8D

Kodaly – The beginning of the video shows a teacher with flash cards and the pre-school or kindergarten students are learning to recognize and name notes. The remainder of the video is folk songs and the different elements of music they are teaching, such as high and low. I was hard to find a good video for the Kodaly approach or atleast a video that I could make sense of the approach being incorporated in the musical instruction.

https://www.youtube.com/watch?v=CUxm0YATKpY&list=PLEAE37BF8540FA41F&index=5

 

 

Week 10 - Movement and Form

My video has two parts, you will see why when you watch. Sorry for the interruption but I was too far in to start over.

Part 1 - Teaching the Steps

Part 2 - The Steps to Music

Week 9 - Recorder Assessment

Part 1 - Rhythmic Notation and Note Notation

Part 2 - Recorder Playing (There should be an acceptable rendition in all my attempts. Playing the recorder and reading music is new to me.)

Week 9 - Instruments

String Family - you strum stings, pluck strings, bow strings, or pick strings to make or create sound.

Woodwind Family - you blow across a surface to create sound.

Brass Family - you buzz your lips into to make or create sound.

Percussion Family - you strike, hit, tap, shake, scratch, strike together to make or create a sound.

Vocal Technique & Melodic Contour Mapping

Here is my video.

Also, a picture of my visual melodic contour mapping is below. The row boats in the middle are smaller to represent the faster rhythm.

Week 7 - Vocal Technique

Here is my video of bad vocal technique.

 https://www.youtube.com/watch?v=x1-jWl0O34U

It is Roseanne Barr singing the National Anthem at a MLB game. She starts the song off by asking someone if she can start and doesn't have a tone to match, she is not breathing correctly so she is out of breath at the end of phrases. She isn't supporting her voice from her diaphragm and that is why you can see her voice straining at her neck.

Here is my video of good vocal technique.

http://www.youtube.com/watch?v=drDSALCKH_Y

It is Whitney Houston singing the National Anthem at the Super Bowl. She has good posture and her breathing is with her diaphragm. She also matched the tone the orchestra played for her before she began singing. 


 

Week 6 - Reflection

Stage one was the rhythmic poem video itself.

Stage two is recalling the video, I had to chose a poem, then say the poem in rhythm with a steady beat and last say the rhythm in ta's and ti-ti's with a steady beat.

Stage three is review and response to the video, which can be self-reflection or reflection from a peer or professor in this case. Apparently self-reflection was not an effective strategy for this video, since I did not realize the mistake I made with my rhythmic poem. I knew something didn't sound right with the poem so I sped up the beat. I didn't realize I had given the "pitter patter" portion of the poem too many notes and so I was short a beat for the line. Pitter should have been 2 notes for 1 beat and patter should have been 2 notes for 1 beat and instead I combined pitter patter into 4 notes for 1 beat. When I assigned the ta's and ti-ti's I did it correctly and I assigned notes to the words to ensure I had 4 beats per line, but I said the rhythm incorrectly. Perhaps I should have said the ta's and ti-ti's first or with each line of the poem. In the case of this video reflection from the professor was the most effective strategy. Thank goodness this was not an actual lesson, how confused my students would be.

Speeding the beat up was a good choice, now that I am saying it correctly I would keep the tempo of the beat the same. It doesn't feel natural when the beat is slower. Also representing the rests in the rhythm with the "shh" sound ensured the rests were given in the rhythm.

Week 5

Here is my rhythmic poem microteaching video.

Week 4

Here is my video.

Week 2 - Rhythm

Rhythm is how fast or slow you clap your hands, nod your head, step your feet, tap something, or speak in a regular or irregular pattern.  

What do you like about the way she presented the information?
I liked the tone of Ms. Taylor's voice and her animation. She connected with her audience when she acknowledged the Google definition was too wordy and simplified the definition so it was relevant to the students. Her multisensory approach ensures that all her students are learning and not just a few. She made sure to repeat everything she did or said and brought closure to the lesson by reviewing the simplified definition of rhythm.  

What do you dislike about the way she presented information?
I disliked her use of the boards, they weren't very captivating. They may also be difficult for some students to read. In the middle of the lesson she had too much information on the boards, which may be distracting for some and cause confusion for others.

Is this an example of good teaching? Why do you think so? 
It is an example of good teaching. She definitely planned for her students varying styles of learning and allowed them some involvement in the lesson.    

How many different ways did she present the information? Why do you think this is important?
She clapped an example of rhythm, provided a visual representation of rhythm, and spoke an example of rhythm. It is important because students don't learn the same way, so you have to be able to vary your approach. 

Introduction

My name is Suzanne Brown and I am a post-graduate working toward certification in Elementary Education. I hold a Bachelors of Science in Business Administration and had a career for 7 years before I gave it up to stay home with my two boys. Now that they are both in school, I decided it was time for me to go back to work. I didn't want to return to marketing, so I decided to reinvent myself and go back to school to be a teacher.

I was born and raised in western New York and moved to South Carolina for college. While in South Carolina I met my husband, a fellow Yankee, and we moved to Georgia. My children were born in Georgia and after living in the south for 17 years we moved to WV for my husbands work. My family is my passion. 

Music is something I enjoy, but not something I am good at. My husband likes to sing and occasionally I will join in. My boys do show an interest in music, so we have bought them play instruments to explore their musical interests. I am curious to see if they want to learn to play my recorder. From this class I hope to gain an understanding of how to incorporate music into my classroom so it is relevant and interesting for my students.